Validity and Reliability of Adolescents Academic Inertia Scale

Yıl 2022, Cilt: 9 Sayı: 2, 283 - 296, 26.03.2022

Osman Cırcır , Özlem Tagay

Öz

The aim of the current study is to conduct the validity and reliability studies of the Academic Inertia Scale for Adolescents (AAIS). Inertia is that occurs from not adapting to the current situation, lack of motivation, insufficient self-control and lack of socializing. It has been stated that living in inertia is a result of the individual's preferences. Increasing academic expectations from adolescents causes fatigue in this process. In order for the adolescents to receive effective psychological support, this state of exhaustion and neglect must be first detected, evaluated, and necessary support provided. Based on the relevant knowledge in the literature, this situation is to be first evaluated and then inertia considered. However, in the literature, to our best knowledge, there is no valid and reliable measurement tool to determine inertia in adolescents. The development of the academic inertia scale will be effective in identifying and evaluating the adolescents' situation and making more research on this subject. The study group of the current research is composed of a total of 410 students (234 females and 176 males) attending high school in Konya in 2019-2020 school year and selected through the convenience sampling method. The factor structure of the scale was investigated with explanatory and confirmatory factor analyses and a five-dimensional construct explaining 46.96% of the total variance was obtained and the fit of this construct was found to be good. In order to determine the reliability of the scale, internal consistency and test-retest reliability analyses were run and acceptable values showing that the scale is reliable were obtained. The findings of the current study was concluded that the Academic Inertia Scale for Adolescents is a reliable and valid scale that can be used in the process of determining the academic inertia level of high school students.

Anahtar Kelimeler

Adolescent, inertia, inertia scale, Adolescent, inertia, inertia scale

Kaynakça

• Balcı, A. (2001. Sosyal bilimlerde araştırma: yöntem teknik ve ilkeler. Pegem.
• Bingöl, D.: (1997). Personel yönetimi (3. Baskı). Beta.
• Brown, T. A. (2006). Confirmatory factor analysis: for Applied research. The Guilford Press.
• Büyüköztürk, Ş. (2003). Sosyal bilimler için veri analizi el kitabı (3. Baskı). Pegem.
• Cırcır, O. (2018). Ergenlerde, okul tükenmişlik düzeylerinin aleksiti ve okul iklimi açısından yordanması [Yüksek lisans tezi]. Necmettin Erbakan Üniversitesi, Konya.
• Çankaya, H.İ. (2010). İlköğretim okul yöneticilerinin vicdan odaklı yaklaşım düzeyleri ile atalet algıları arasındaki ilişki. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 11, 2, 65-74.
• Çankaya, H.İ., Demirtaş, Z. (2010). Öğretmen adaylarının görüşlerine göre üniversite iklimi ve atalet arasındaki ilişki. Pamukkale Üniv., Eğitim Fakültesi Dergisi, 2010,2, 28, 1-9.
• Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve Lisrel uygulamaları. Pegem.
• Dawson B, Trap RG. (2004). Basic and clinical biostatistics. Lange Medical Books/McGraw-Hill.
• Deemer, E. D., Derosa, P. A., Duhon, S. A., & Dotterer, A. M. (2019). Psychological momentum and inertia: Toward a model of academic motivation. Journal of Career Development, 0894845319848847.
• Eymen, U. A. (2007). Cezasız disiplin. Kaliteofisi Yayınları.
• Farooq, M. S., Chaudhry, A. H., Shafiq, M., & Berhanu, G. (2011). Factors affecting students’ quality of academic performance: a case of secondary school level. Journal of quality and technology management, 7(2), 1-14.
• Fayers, P.M., & Hand, D.J. (1997). Factor analysis, causal indicators, and quality of life. Quality of Life Research, 6, 139–150.
• Guay, F., Ratelle, C., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of selfdetermination in education. Canadian Psychology, 49, 233–240. doi:10.1037/a0012758
• Gypsy, M. D. ve Gerard, J. K. (2002). Confirmatory factor analysis of the assessment for living and learning scale: A cross-validation investigation. Measurement and Evoluation in Counseling and Development, 35(1), 14-26. DOI: https://doi.org/10.1080/07481756.2002.12069044
• Haladyna, T. M. (1999). Developing and validating multiple-choice exam items (2nd ed.). Lawrence Erlbaum.
• Kaplan, R. M. ve Saccuzzo, D.P. (2005). Psychological testing: Principles, applications and issues, Thomson Wadsworth. University of Nebraska Press.
• Karayel, G. (2014). Ortaöğretim öğretmenlerinin örgütsel atalet düzeyleri Bayrampaşa ilçesi örneği [Yüksek lisans tezi]. Okan Üniversitesi, İstanbul.
• Kinnear, C., Roodt, G. (1998). The development of an instrument for measuring organisational ınertia. Journal of Industrial Psychology, 24(2), 44-54. DOI: https://doi.org/10.4102/sajip.v24i2.652
• Kuhnle, C., Hofer, M., & Kilian, B. (2012). Self-control as predictor of school grades, life balance, and flow in adolescents. British Journal of Educational Psychology, 82, 533–548. doi: 10.1111/j.2044- 8279.2011.02042.x
• Kutlu, Ö. (2004). Gelişmiş ülkeler ve Türkiye’de kamu reformu ve yönetimin yeniden düzenlenmesi. Nobel.
• Larson, R. W., Wilson, S., Brown, B. B., Furstenberg, Jr, F. F., & Verma, S. (2002). Changes in adolescents' interpersonal experiences: Are they being prepared for adult relationships in the twenty‐first century? Journal of Research on Adolescence, 12(1), 31-68.
• Pierce, J. L., Gardner, D. G., & Dunham, R. B. (2002). Managing organizational change and development management and organizational behavior: An ıntegrated perspective. Cincinnati, OH: South-Western College Publishing, USA.
• Salanova M., Schaufeli W. B., Martineza, I. Ve Breso E. (2009). How obstakles facilitators predict academic performance: The mediating role of study burnout and engagement. Anxiety Stress and Coping. 23, 53-70. DOI: 10.1080/10615800802609965
• Schermelleh-Engel, K., Moosbrugger, H., and Müler, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive. Goodness-Of-Fit Measures. Methods of Psychological Research Online, (8), 2, 23-74.
• Sekman, M. (2007). Kişisel ataleti yenmek. Alfa Yayınları.
• Soysal, A. (2007). Boş zaman etkinlikleri rehberi. M. Ş. Şimşek, A. Çelik ve A. Soysal (Ed.), Zaman yönetimi ve yönetsel zamanda etkinlik içinde. Gazi Kitabevi.
• Soysal, A.: (2010), Atalet: Etkin yönetim için kişisel ve örgütsel düzeyde bir analiz, Çimento İşveren Dergisi, 24(3), 16-26.
• Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12, 3–54. doi:10.1177/1529100611418056.
• Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49- 74.
• Şaştım, Z. (2019). Öğretmenlerin algılarına göre atalet ve tükenmişlik düzeyleri arasındaki ilişki [Yüksek lisans tezi]. Uşak Üniversitesi, Uşak.
• Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş. Ekinoks Yayınları.
• Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics. Allyn ve Bacon.
• Tekindal, S. (2002). Duyuşsal özelliklerin ölçülmesi için araç oluşturma. Kocaeli Kitap Kulübü Yayınları.
• Uzun Özer, B., Saçkes, M. & Tuckman, B. W. (2009). Psychometric properties of the Tuckman procrastination scale in a Turkish sample. Paper presented at 6th Biannial International Conference on Procrastination, Toronto, Canada.